At the beginning of the lesson, the teacher elicits adverbs from the students to activate prior knowledge. Students complete exercises in the coursebook where they analyze and select adverbs from the article to understand their function in context. They complete an exercise from the book, focusing on their meaning and usage. The teacher then provides additional handouts with two tasks: one controlled practice and one freer practice, where students complete a questionnaire and mingle to ask classmates about their habits. The teacher monitors them and gives constructive feedback on accuracy and participation.

Students complete a pronunciation exercise by listening to an audio focused on distinguishing long and short vowel sounds. This is followed by a second listening activity where students repeat sentences to practice word stress. After the exercises, the teacher asks targeted questions to clarify students’ understanding and reasoning behind their responses.

Before the explicit grammar explanation, students engage in a controlled practice where they match sentences to test their existing knowledge of Present Simple and Present Continuous tenses. Following this, the teacher presents the grammar focus using the rule on page 144 of the coursebook. To consolidate understanding, the teacher asks targeted CCQs such as, “Do we use Present Simple or Present Continuous to talk about daily habits?” and “Is the verb ‘to be’ used in Present Simple or Present Continuous?” These questions ensure students’ grasp of the form and usage of the tenses before moving forward.

Students work in pairs to carry out a free speaking activity, taking turns to ask and answer questions using adverbs. Student A asks the first question, and Student B responds. Then Student B asks the second question, and Student A answers. This pattern continues until all questions are covered, ensuring equal participation and communicative interaction.

Students listen to an audio track to identify and understand the use of signposting words (e.g. to begin with, however, on the other hand, finally). This listening task serves as an introductory exposure to discourse markers. After the listening, the teacher elicits the signposting words and explains their meanings, helping students expand their vocabulary and encouraging them to incorporate these expressions into their spoken language.

Before the listening tasks, students respond to questions related to the Everyday English section and share their opinions based on images from the video. They then watch the video and complete a True/False activity. The teacher checks the answers and provides clarification or corrections if needed. Next, students do a listening activity about greeting people, where they complete sentences with missing words. This is followed by a second listening activity on showing interest, where students listen and complete short dialogues with appropriate adjectives from a word box. After completing the task, they review the highlighted expressions in the dialogue and discuss their use and meaning.

To consolidate the functional language practiced during the lesson, students work in pairs and take turns asking and answering questions using phrases from the previous listening exercises.